TRI-TEC Workshop #2
Part III: Curriculum Mapping
Peter Merrell
Part “a”: 3 MCAS questions for an activity or lesson:
2010 #3. Four different colored blocks are placed in bright sunlight. The blocks are identical except for color. The diagram below shows the amount of light reflected from each block. Which block will increase in temperature most rapidly?
A. Block 1 B. Block 2 C. Block 3 D. Block 4
2011 #1. Which of the following is the main reason water at the surface of the ocean is warmer than water at the bottom of the ocean?
A. Water at the bottom of the ocean contains more dissolved solids.
B. Water at the surface of the ocean absorbs more energy from the Sun.
C. Friction is created by fast moving currents at the surface of the ocean.
D. Wave action transfers heat from the bottom of the ocean to the surface.
2011 #10. A teacher put one test tube of 50 degree C liquid and one test tube of 10 degree C liquid into a 20 degree C water bath as shown in the diagrams below. Which of the following diagrams best represents the directions that heat will move when the test tubes are placed into the water bath?
A. 50 to 20 and 10 to 20
B. 20 to 50 and 20 to 10
C. 50 to 20 and 20 to 10
D. 20 to 50 and 10 to 20
“b.” Massachusetts Curriculum Science Standards:
Earth and Space Science, Grades 6–8 Heat Transfer in the Earth System
1. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through the earth’s system.
2. Explain the relationship among the energy provided by the sun, the global patterns of atmospheric movement, and the temperature differences among water, land, and atmosphere.
Physical Sciences (Chemistry and Physics), Grades 6–8
Heat Energy
3. Recognize that heat is a form of energy and that temperature change results from adding or taking away heat from a system.
4. Explain the effect of heat on particle motion through a description of what happens to particles during a change in phase.
5.Give examples of how heat moves in predictable ways, moving from warmer objects to cooler ones until they reach equilibrium.
“c”.- School District’s Curriculum for Standards.
In Norwood, 6th Grade Science studies Earth Science in Terms 1 and 2. Following units on Weathering, Erosion and Deposition, the curriculum shifts to Weather and Climate. In this unit, the Layers of the Atmosphere are explored and the variation in temperature and sources of energy in the atmosphere are studied. This content is covered during Weeks 9-10 of Term 2 and Weeks 1-3 of Term 3.
“d.”- Instructional Activities:
Layers of the Atmosphere- Students constructed a scaled diagram of the 4 layers and identified features that are specific to each layer
Three Mechanisms of Heat Transfer: Stations Activity demonstrating multiple examples of energy transfer by conduction, convection, and radiation. Students identify the source of heat and draw/describe the direction of heat transfer between substances or within a fluid.
Classroom demonstration of molecules (balls in a large clear container) moving with three different intensities to model the 3 physical states: Solids (balls vibrating in place), Liquids (balls rolling and changing position, but remaining in contact with each other), Gas (balls bouncing and rebounding off each other and the container walls, changing position, direction and speed).
Diagram Sun’s Energy in Earth’s Atmosphere: Students draw images of energy travelling from the Sun to Earth as E/M energy and how this energy is absorbed and reflected by Earth’s atmosphere and surface, and converted to thermal energy as the movement of molecules increases with exposure to E/M energy.
Bill Nye video on Heat demonstrating and explaining what heat is, how it is measured, how heat energy moves and changes to other forms of energy.
Workshop 3 - Web 2.0 tools
Solar Energy Video:
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -
WS4-ScienceLearningActivityTypes.pdf
File Not Found
(Download Details - 150KB)
<Add Science Learning Activity Types here>
Conceptual Knowledge Building Activity: Students participate in a web-based simulation
Procedural Knowledge Building Activity: Students record Data in a Spreadsheet /Graphing software
Expression Knowledge Building Activity: Students develop a Prezi presentation describing the three mechanisms of heat transfer
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Activity Type Category
Description of Activity
Online Resource Link
Conceptual Knowledge Building
Students view Bill Nye video on Heat introducing the three mechanisms of heat transfer with several examples.
BrainPop video presents description of heat as movement of molecules and explores how heat transfers by activating nearby molecules.
Students interact with PhET simulation to explore the transfer of energy and the changes in energy within a system
Students complete a lab exploration measuring heat transfer between test tubes filled with different temperature liquids and submerged in a water bath. Measuring temperature over time is the procedural skill for students to develop. Students record and report their data and compare their results with other classmates online.
MS Excel spreadsheet and graphing
Google Docs. to share/compare results
Knowledge Expression
Students create a Prezi presentation to identify and describe the three mechanisms of heat transfer: Conduction, Convection, Radiation
<Add Stage 1 activity here> Stage 1 Activity: Objective: Students will be able to explain how heat energy moves from a warmer object to a cooler object.
Activity type: Conceptual Knowledge Building Activity
Instructions: Use your body to record the relative temperature of two objects. 1. Place your hand on the marble stone sample. 2. Record your observation of the relative temperature of the stone (hotter, same, or cooler than hand). 3. Place your hand on the pine wood sample. 4. Record your observation of the relative temperature of the wood (hotter, same, or cooler than hand). 5. Based on your observation, write down which material you believe is hotter and which is cooler. 6. Using the Digital Infrared thermometer, measure and record the temperature of the stone sample. 7.Using the Digital Infrared thermometer, measure and record the temperature of the wood sample. 8. Compare the results from the Digital Infrared Thermometer with the results from your hand. 9. Identify the direction of the heat flow between hand-stone, and hand-wood. 10. View the embedded video to confirm your answer about the heat flow direction.
Online component:
Classroom materials: Sample of marble stone (approx. 100 cm x 100cm) Sample of pine wood (approx. 100 cm x 100cm) Digital Infrared thermometer
Assessment: Students create a Prezi to explain what mechanism of heat transfer is demonstrated in the activity and to diagram the direction of the heat flow for the two sample materials. Log in required. http://prezi.com/ Students can use this site to confirm their understanding of the unit on energy transfer prior to in class written quiz. http://www.neok12.com/quiz/HEATEM01
http://www.neok12.com/quiz/HEATEM01 Colleague's Comments: (Please post here)
Peter,
I really like your activity. It can be used at multiple grade levels, would not take a lot of time and it really seems to drive the point home. Its great that the activity could be done with little cost year after year. Well done!
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Two other images for the Nature of Science blog article (Edutopia) by Eric Brunswell:
OOps! Sorry. My tech. skills have failed to import or copy the images to my Teacher page. I did however succeed the second time finding the Noche de luna llena with a Google Images search of "full moon curious" and it appear on the first page.
Hypothesis confirmed!!
<Post your Black Box Investigation here>
Black Box Investigation Black Box Activity: Heat Transfer Peter Merrell
Objective: Students will be able to correctly associate the name of three methods of heat transfer with the description of each method.
Assessment: Following this activity, students will use SRS Clickers to individually identify the correct heat transfer method for images and definitions that are projected on a screen in the classroom
Task: Working in pairs, students will quiz each other to identify either the name of the method or the description of the method of heat transfer in preparation for class assessment. Steps: 1. Students, in pairs, take 2 minutes to review the names and descriptions on the “Box”. 2. Student “A” rolls the box and reads the top panel to Student “B”. 3. If the text is a “Method” (Conduction, Convection or Radiation) then Student “B” must describe this process, or, If the text is a “Description” (Direct Contact, Fluid Movement, E/M Wavelength) then Student “B” must identify the correct process. 4. Student “A” continues to roll, until Student “B” gives an incorrect response, in which case, Student “B” rolls and Student “A” responds. 5. The correct response is on the panel that is on the underside of the box for students to confirm and correct each other. 6. Students record the total number of attempts and number of correct responses to determine the winner. 7. Students continue to roll and respond until both students have responded correctly to all 6 panels of the box, or until it is time for the class assessment.
Materials: “Black Box” preassembled with terms and descriptions on each panel Paper Pencil
<Post your Stage 2 investigation here > Activity 2: "Changes in State"
Objective: Students will be able to identify how molecules of a substance move differently when the substance is in a different physical state (Solid, Liquid or Gas). Students will be able to determine that temperature change results from a change in the amount of energy added to or removed from the substance.
State Standards:
Physical Sciences (Chemistry and Physics) Grades 6-8
14. Recognize that heat is a form of energy and that temperature change results from adding or taking away heat from a system.
16. Give examples of how heat moves in predictable ways, moving from warmer objects to cooler ones until they reach equilibrium.
Misconceptions:
Students have direct experience with cold and interpret that cold is an active force changing the temperature of a condition. Science understands 'cold' to be a lesser amount of heat energy. Heat energy can be measured objectively, but 'cold' cannot. To understand heat, a student needs to be aware of atoms and molecules and how they respond to energy to increase or decrease the amount of heat of a substance.
Task: Use the embedded simulation to explore the molecular appearance of water in three physical states and the result of this molecular appearance when heat energy is added or removed.
Procedure: What happens to cause water to freeze, or to melt or to evaporate?
Investigate this question with the following simulation:
Click to Run
Step 1. In right hand column under “Atoms and Molecules”, select “WATER”. Step 2. In the drawing, find the thermometer reading 157K and observe how the molecules are all connected and vibrating. This represents water in a SOLID state. Step 3. Back to the right hand column, under “Change State”, select LIQUID. Step 4. What changes did you observe? What is the thermometer reading? Step 5. Again, under “Change State”, select GAS. Step 6. What changes did you observe? What is the thermometer reading? Step 7. Go to the gray bucket under the yellow cylinder and adjust the slide up and down to see how adding or removing heat affects the physical state of water. Step 8. Make adjustments to simulate these changes and record the results:
Gas state + heat = Gas state – heat = or Liquid state + heat = Liquid state – heat = Solid state + heat = or Solid state – heat =
Conclusion: Based on your changes and the results in the simulation, what must happen in order for water to change from one physical state to another? Explain your answer. Grouping:
Students work individually in Computer lab with the simulation to investigate interaction of water and heat. Web 2.0 online component: https://phet.colorado.edu/en/simulation/energy-forms-and-changes Classroom materials:
Computer access with internet connection
Pencil
Science Journal Assessment: Formative assessment with review of student responses of changes in physical states of water with with the addition and removal of heat energy.
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name:Peter Merrell
Lesson Title:
How can Ice have Heat?
Grade Level:
6th Grade
State Standards: Physical Sciences (Chemistry and Physics) Grades 6-8 14. Recognize that heat is a form of energy and that temperature change results from adding or taking away heat from a system. 16. Give examples of how heat moves in predictable ways, moving from warmer objects to cooler ones until they reach equilibrium.
Lesson Question: What is heat and how can we determine its movement?
Introduction:
Science tells us that there is heat in ice, but when I touch ice, it feels cold. How can there be heat in something that feels cold?
It seems counter-intuitive until we dig into what heat really is and how it can be measured. In the following investigations, we will distinguish differences between the sensations of hot/cold and what heat actually is. We'll explore the tool used to measure heat and demonstrate how the direction of heat flow is predictable. Task:
Using some demonstrations, simulations, videos, and lab investigations, you will develop a science understanding of heat as a form of energy and examine what determines the direction of heat flow. Your task will be to apply your understanding by creating a presentation that will convince other viewers that Ice does have Heat.
Process (include all steps of the lesson procedure):
Elicit (Prior Knowledge): Warm-Up Activator Question: “What do you think will happen if water is added to a glass of ice cubes?” Write your response in your Science journal then, discuss the possibilities with your table mate. You will share your responses with the class. Note: Class responses may reveal a range of answers –‘water will get colder’, ‘ice will melt’, ‘temperature will change’, ‘water will freeze’, ‘outside of glass will get wet’, etc. Write the responses on the board to refer to during the lesson.
How can we determine what change would happen? Is there something we can measure in this example that will help us know?
Engage: Let’s try to measure the temperature of two objects and see if we can find a difference.
Activity 1: “Stone and Wood” Step 1. On your tables are two samples. One is polished stone and one is smooth-sanded wood. Touch each one with your hand or place it next to your cheek to feel their temperature. Step 2. Which material felt colder? Which material felt warmer? Step 3. Use the infrared thermometer to measure the temperature of both samples and record their temperatures: Temperature of Stone: C Temperature of Wood: C Step 4. Did the thermometer confirm your findings in Step 2? Describe:
Most of you found the stone to feel colder than the wood, but the thermometer found that they were both a similar temperature. How can our bodies give us such a different result? We are going to discuss this but first, let’s explore some more about heat.
Activity 2: "Changes in State" In your Warm-Up responses, you identified several possibilities- temperature change, ice melt, water freeze. These changes involve heat and the movement of heat from one source to another. We know that water can exist in different states (Solid, liquid, and gas). What happens to cause water to freeze, or to melt or to evaporate?
Investigate this question with the following simulation:
Click to Run
Step 1. In right hand column under “Atoms and Molecules”, select “WATER”. Step 2. In the drawing, find the thermometer reading 157K and observe how the molecules are all connected and vibrating. This represents water in a SOLID state. Step 3. Back to the right hand column, under “Change State”, select LIQUID. Step 4. What changes did you observe? What is the thermometer reading? Step 5. Again, under “Change State”, select GAS. Step 6. What changes did you observe? What is the thermometer reading? Step 7. Go to the gray bucket under the yellow cylinder and adjust the slide up and down to see how adding or removing heat affects the physical state of water. Step 8. Make adjustments to simulate these changes and record the results:
Gas state + heat = Gas state – heat = or Liquid state + heat = Liquid state – heat = Solid state + heat = or Solid state – heat =
Conclusion: Based on your changes and the results in the simulation, what must happen in order for water to change from one physical state to another? Explain your answer.
Before we go any farther, let’s do a little explaining to make sure we are all understanding heat.
Explain In Activity 1 we felt two samples that we thought were hot and cold materials. But we found out that they were both similar temperatures. This tells us that our bodies are not good thermometers. That’s because our bodies have heat too. So, when we experience something hot, we mean that it is hotter than our bodies are, and when we experience something cold it is colder than our bodies. This is measuring a relative difference in temperature, the difference between our body temp and the sample temp. (Note: The reason the two samples 'feel' like different temperatures has to do with the way that heat is transferred (Conduction) and we'll cover this is a separate lesson) “Heat” is something different that Hot and Cold. Heat is energy and heat has a quantity that can be measured. When energy is added to water, the water molecules respond by moving faster and colliding with each other with greater frequency. Water with less energy will have molecules that move at a slower speed with fewer collisions. Temperature is a measurement that indicates the average amount of energy of motion of the molecules in that substance. So, when you put a thermometer in a glass of boiling water, the water molecules collide with the molecules in the glass tube of the thermometer, which then collide with the molecules of the alcohol in the tube causing them to move faster and collide more. This increased speed and molecule movement causes the alcohol to consume greater volume, so the alcohol rises up the glass tube. The position of the alcohol in the tube corresponds to the amount of energy of the molecules moving in the substance. Confused??
Check out this Bill Nye video for clarification. While you watch it, listen and write the definitions for the following terms: Heat Thermal energy Temperature Three methods of Heat Transfer
Describe the role that molecules have in heat and heat transfer. Explain in your own words how a thermometer registers a temperature.
Record these definitions and descriptions on flashcards using the link below to Quizlet.
This second simulation is helpful to demonstrate the flow of heat from an energy source into a material and the different rates with which these materials change temperature both increasing and decreasing over time.
Click to Run
Open the simulation and check the box in the upper right corner to show energy symbols “E”. Begin by clicking and dragging one of the objects (Iron, Brick, or Water) up onto the stand. Then, click and slide on the control bar under the stand to either add heat or remove heat. The “E” represents energy and indicates the direction that energy is moving in the process.
After trials with each material, click on the thermometers in the top left and drag them into each of the materials. In your Science Journals record the amount of time that is required for each material to reach its maximum temperature and record the time required for each material to cool down to room temperature. What do these times indicate about the molecule activity in each material? Why does the water stop getting hotter at some point and the brick and iron continue to get hotter?
Elaborate:
Activity 3:"Heat Directions" With your understanding of heat and heat flow, you now have a chance to put this to work. In this Stations Activity you will be investigating the heat flow between systems of different temperatures. The procedure is the same for each station, but the temperatures of the test tubes and water baths will be different. Make your prediction at each station before beginning the investigation.
Steps for each station: 1. Write your prediction which direction the heat will flow for this station (from tube to bath, or from bath to tube) 2. Add the water temperature indicated to the water bath, see below. 3. Add the water temperature indicated to the test tube, see below. 4. Place thermometers into the water bath and the test tube. 5. Place the test tube into the water bath. 6. For a duration of 5 minutes, record temperature readings every 20 seconds for both thermometers in your Data Table. 7. Empty your test tube and water bath for the next group. 8. Interpret your data to determine what changes are happening to the test tube water and/or the water bath water. 9. Draw a diagram of the setup and label the start and end temperatures for both the test tube and the water bath. Draw arrows to indicate any direction that heat may be moving from a source to new location.
Station 1: Water Bath Temperature 20 degrees C Test Tube Water Temperature 90 degrees C
Station 2: Water Bath Temperature 20 degrees C Test Tube Water Temperature 50 degrees C
Station 3: Water Bath Temperature 90 degrees C Test Tube Water Temperature 20 degrees C
Station 4: Water Bath Temperature 5 degrees C Test Tube Water Temperature 90 degrees C
Conclusion: After these classes investigating the nature of heat, how it is accurately measured, and how it moves, you should be able to :
Define and describe "HEAT" and differentiate heat from the relative descriptions of "hot" and "cold".
Explain that temperature change results from adding or taking away heat from a system.
Provide accurate examples of heat movement and indicate the predictable direction of the movement from substances with greater molecular movement to substances with less molecular movement until these substances reach equilibrium.
Extend:
Think of other situations where heat is involved and try to identify the source and direction of heat flow. How is your house heated in the winter? How does your body lose heat in the summer? What is the heat source for warm summer days and what changes to cause cold winter days?
Assessments: Show us what you know. Prepare an electronic presentation (choose an application below) that includes what you have learned about heat to convince a viewer that there is Heat in Ice. Your presentation must include the following: Define each term: Heat, Thermal Energy, Temperature. Describe the response of water molecules to increased energy. Describe how a thermometer works and how this is a measure of thermal energy. Explain how the amount of heat in an ice cube can be measured.
A discussion that convincingly explains how there is heat in ice. Illustrate the direction of heat movement between an ice cube and the water around it in a glass.
Provide graphic images, video clips, simulations, or animations to support you description.
Workshop Wiki Page - Peter Merrell
Workshop 2 - MCAS Assessments & Curriculum Mapping
TRI-TEC Workshop #2
Part III: Curriculum Mapping
Peter Merrell
Part “a”: 3 MCAS questions for an activity or lesson:
2010 #3. Four different colored blocks are placed in bright sunlight. The blocks are identical except for color. The diagram below shows the amount of light reflected from each block. Which block will increase in temperature most rapidly?
A. Block 1 B. Block 2 C. Block 3 D. Block 4
2011 #1. Which of the following is the main reason water at the surface of the ocean is warmer than water at the bottom of the ocean?
A. Water at the bottom of the ocean contains more dissolved solids.
B. Water at the surface of the ocean absorbs more energy from the Sun.
C. Friction is created by fast moving currents at the surface of the ocean.
D. Wave action transfers heat from the bottom of the ocean to the surface.
2011 #10. A teacher put one test tube of 50 degree C liquid and one test tube of 10 degree C liquid into a 20 degree C water bath as shown in the diagrams below. Which of the following diagrams best represents the directions that heat will move when the test tubes are placed into the water bath?
A. 50 to 20 and 10 to 20
B. 20 to 50 and 20 to 10
C. 50 to 20 and 20 to 10
D. 20 to 50 and 10 to 20
“b.” Massachusetts Curriculum Science Standards:
Earth and Space Science, Grades 6–8
Heat Transfer in the Earth System
1. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through the earth’s system.
2. Explain the relationship among the energy provided by the sun, the global patterns of atmospheric movement, and the temperature differences among water, land, and atmosphere.
Physical Sciences (Chemistry and Physics), Grades 6–8
Heat Energy
3. Recognize that heat is a form of energy and that temperature change results from adding or taking away heat from a system.
4. Explain the effect of heat on particle motion through a description of what happens to particles during a change in phase.
5.Give examples of how heat moves in predictable ways, moving from warmer objects to cooler ones until they reach equilibrium.
“c”.- School District’s Curriculum for Standards.
In Norwood, 6th Grade Science studies Earth Science in Terms 1 and 2. Following units on Weathering, Erosion and Deposition, the curriculum shifts to Weather and Climate. In this unit, the Layers of the Atmosphere are explored and the variation in temperature and sources of energy in the atmosphere are studied. This content is covered during Weeks 9-10 of Term 2 and Weeks 1-3 of Term 3.
“d.”- Instructional Activities:
Layers of the Atmosphere- Students constructed a scaled diagram of the 4 layers and identified features that are specific to each layer
Three Mechanisms of Heat Transfer: Stations Activity demonstrating multiple examples of energy transfer by conduction, convection, and radiation. Students identify the source of heat and draw/describe the direction of heat transfer between substances or within a fluid.
Classroom demonstration of molecules (balls in a large clear container) moving with three different intensities to model the 3 physical states: Solids (balls vibrating in place), Liquids (balls rolling and changing position, but remaining in contact with each other), Gas (balls bouncing and rebounding off each other and the container walls, changing position, direction and speed).
Diagram Sun’s Energy in Earth’s Atmosphere: Students draw images of energy travelling from the Sun to Earth as E/M energy and how this energy is absorbed and reflected by Earth’s atmosphere and surface, and converted to thermal energy as the movement of molecules increases with exposure to E/M energy.
Bill Nye video on Heat demonstrating and explaining what heat is, how it is measured, how heat energy moves and changes to other forms of energy.
Workshop 3 - Web 2.0 tools
Solar Energy Video:
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -(Download Details - 150KB)
<Add Science Learning Activity Types here>
Conceptual Knowledge Building Activity: Students participate in a web-based simulation
Procedural Knowledge Building Activity: Students record Data in a Spreadsheet /Graphing software
Expression Knowledge Building Activity: Students develop a Prezi presentation describing the three mechanisms of heat transfer
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
BrainPop video presents description of heat as movement of molecules and explores how heat transfers by activating nearby molecules.
Students interact with PhET simulation to explore the transfer of energy and the changes in energy within a system
http://www.brainpop.com/science/energy/heat/
http://phet.colorado.edu/en/simulation/energy-forms-and-changes
Google Docs. to share/compare results
<Add Stage 1 activity here>
Stage 1 Activity:
Objective: Students will be able to explain how heat energy moves from a warmer object to a cooler object.
Activity type: Conceptual Knowledge Building Activity
Instructions:
Use your body to record the relative temperature of two objects.
1. Place your hand on the marble stone sample.
2. Record your observation of the relative temperature of the stone (hotter, same, or cooler than hand).
3. Place your hand on the pine wood sample.
4. Record your observation of the relative temperature of the wood (hotter, same, or cooler than hand).
5. Based on your observation, write down which material you believe is hotter and which is cooler.
6. Using the Digital Infrared thermometer, measure and record the temperature of the stone sample.
7. Using the Digital Infrared thermometer, measure and record the temperature of the wood sample.
8. Compare the results from the Digital Infrared Thermometer with the results from your hand.
9. Identify the direction of the heat flow between hand-stone, and hand-wood.
10. View the embedded video to confirm your answer about the heat flow direction.
Online component:
Classroom materials:
Sample of marble stone (approx. 100 cm x 100cm)
Sample of pine wood (approx. 100 cm x 100cm)
Digital Infrared thermometer
Assessment:
Students create a Prezi to explain what mechanism of heat transfer is demonstrated in the activity and to diagram the direction of the heat flow for the two sample materials. Log in required.
http://prezi.com/
Students can use this site to confirm their understanding of the unit on energy transfer prior to in class written quiz.
http://www.neok12.com/quiz/HEATEM01
http://www.neok12.com/quiz/HEATEM01
Colleague's Comments: (Please post here)
Peter,
I really like your activity. It can be used at multiple grade levels, would not take a lot of time and it really seems to drive the point home. Its great that the activity could be done with little cost year after year. Well done!
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Student Tech Survey Link
<Post your Web 2.0 tool with instructions for use here>
Workshop 6 - Scientific Investigations
Two other images for the Nature of Science blog article (Edutopia) by Eric Brunswell:OOps! Sorry. My tech. skills have failed to import or copy the images to my Teacher page. I did however succeed the second time finding the Noche de luna llena with a Google Images search of "full moon curious" and it appear on the first page.
Hypothesis confirmed!!
<Post your Black Box Investigation here>
Black Box Investigation
Black Box Activity: Heat Transfer Peter Merrell
Objective: Students will be able to correctly associate the name of three methods of heat transfer with the description of each method.
Assessment: Following this activity, students will use SRS Clickers to individually identify the correct heat transfer method for images and definitions that are projected on a screen in the classroom
Task: Working in pairs, students will quiz each other to identify either the name of the method or the description of the method of heat transfer in preparation for class assessment.
Steps:
1. Students, in pairs, take 2 minutes to review the names and descriptions on the “Box”.
2. Student “A” rolls the box and reads the top panel to Student “B”.
3. If the text is a “Method” (Conduction, Convection or Radiation) then Student “B” must describe this process, or, If the text is a “Description” (Direct Contact, Fluid Movement, E/M Wavelength) then Student “B” must identify the correct process.
4. Student “A” continues to roll, until Student “B” gives an incorrect response, in which case, Student “B” rolls and Student “A” responds.
5. The correct response is on the panel that is on the underside of the box for students to confirm and correct each other.
6. Students record the total number of attempts and number of correct responses to determine the winner.
7. Students continue to roll and respond until both students have responded correctly to all 6 panels of the box, or until it is time for the class assessment.
Materials:
“Black Box” preassembled with terms and descriptions on each panel
Paper
Pencil
<Post your Stage 2 investigation here >
Activity 2: "Changes in State"
Objective:
Students will be able to identify how molecules of a substance move differently when the substance is in a different physical state (Solid, Liquid or Gas).
Students will be able to determine that temperature change results from a change in the amount of energy added to or removed from the substance.
State Standards:
Physical Sciences (Chemistry and Physics) Grades 6-8
14. Recognize that heat is a form of energy and that temperature change results from adding or taking away heat from a system.
16. Give examples of how heat moves in predictable ways, moving from warmer objects to cooler ones until they reach equilibrium.
Misconceptions:
Students have direct experience with cold and interpret that cold is an active force changing the temperature of a condition. Science understands 'cold' to be a lesser amount of heat energy. Heat energy can be measured objectively, but 'cold' cannot. To understand heat, a student needs to be aware of atoms and molecules and how they respond to energy to increase or decrease the amount of heat of a substance.
Task:
Use the embedded simulation to explore the molecular appearance of water in three physical states and the result of this molecular appearance when heat energy is added or removed.
Procedure:
What happens to cause water to freeze, or to melt or to evaporate?
Investigate this question with the following simulation:
Step 1. In right hand column under “Atoms and Molecules”, select “WATER”.
Step 2. In the drawing, find the thermometer reading 157K and observe how the molecules are all connected and vibrating. This represents water in a SOLID state.
Step 3. Back to the right hand column, under “Change State”, select LIQUID.
Step 4. What changes did you observe? What is the thermometer reading?
Step 5. Again, under “Change State”, select GAS.
Step 6. What changes did you observe? What is the thermometer reading?
Step 7. Go to the gray bucket under the yellow cylinder and adjust the slide up and down to see how adding or removing heat affects the physical state of water.
Step 8. Make adjustments to simulate these changes and record the results:
Gas state + heat =
Gas state – heat = or
Liquid state + heat =
Liquid state – heat =
Solid state + heat = or
Solid state – heat =
Conclusion:
Based on your changes and the results in the simulation, what must happen in order for water to change from one physical state to another? Explain your answer.
Grouping:
Students work individually in Computer lab with the simulation to investigate interaction of water and heat.
Web 2.0 online component:
https://phet.colorado.edu/en/simulation/energy-forms-and-changes
Classroom materials:
Computer access with internet connection
Pencil
Science Journal
Assessment:
Formative assessment with review of student responses of changes in physical states of water with with the addition and removal of heat energy.
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name:Peter Merrell
Lesson Title:
How can Ice have Heat?Grade Level:
6th Grade
State Standards:
Physical Sciences (Chemistry and Physics) Grades 6-8
14. Recognize that heat is a form of energy and that temperature change results from adding or taking away heat from a system.
16. Give examples of how heat moves in predictable ways, moving from warmer objects to cooler ones until they reach equilibrium.
Lesson Question:
What is heat and how can we determine its movement?
Introduction:
Science tells us that there is heat in ice, but when I touch ice, it feels cold. How can there be heat in something that feels cold?
It seems counter-intuitive until we dig into what heat really is and how it can be measured. In the following investigations, we will distinguish differences between the sensations of hot/cold and what heat actually is. We'll explore the tool used to measure heat and demonstrate how the direction of heat flow is predictable.
Task:
Using some demonstrations, simulations, videos, and lab investigations, you will develop a science understanding of heat as a form of energy and examine what determines the direction of heat flow. Your task will be to apply your understanding by creating a presentation that will convince other viewers that Ice does have Heat.
Process (include all steps of the lesson procedure):
Elicit (Prior Knowledge):
Warm-Up Activator Question:
“What do you think will happen if water is added to a glass of ice cubes?”
Write your response in your Science journal then, discuss the possibilities with your table mate. You will share your responses with the class.
Note: Class responses may reveal a range of answers –‘water will get colder’, ‘ice will melt’, ‘temperature will change’, ‘water will freeze’, ‘outside of glass will get wet’, etc. Write the responses on the board to refer to during the lesson.
How can we determine what change would happen? Is there something we can measure in this example that will help us know?
Engage:
Let’s try to measure the temperature of two objects and see if we can find a difference.
Activity 1: “Stone and Wood”
Step 1. On your tables are two samples. One is polished stone and one is smooth-sanded wood. Touch each one with your hand or place it next to your cheek to feel their temperature.
Step 2. Which material felt colder?
Which material felt warmer?
Step 3. Use the infrared thermometer to measure the temperature of both samples and record their temperatures:
Temperature of Stone: C Temperature of Wood: C
Step 4. Did the thermometer confirm your findings in Step 2? Describe:
Most of you found the stone to feel colder than the wood, but the thermometer found that they were both a similar temperature. How can our bodies give us such a different result? We are going to discuss this but first, let’s explore some more about heat.
Activity 2: "Changes in State"
In your Warm-Up responses, you identified several possibilities- temperature change, ice melt, water freeze. These changes involve heat and the movement of heat from one source to another. We know that water can exist in different states (Solid, liquid, and gas). What happens to cause water to freeze, or to melt or to evaporate?
Investigate this question with the following simulation:
Step 1. In right hand column under “Atoms and Molecules”, select “WATER”.
Step 2. In the drawing, find the thermometer reading 157K and observe how the molecules are all connected and vibrating. This represents water in a SOLID state.
Step 3. Back to the right hand column, under “Change State”, select LIQUID.
Step 4. What changes did you observe? What is the thermometer reading?
Step 5. Again, under “Change State”, select GAS.
Step 6. What changes did you observe? What is the thermometer reading?
Step 7. Go to the gray bucket under the yellow cylinder and adjust the slide up and down to see how adding or removing heat affects the physical state of water.
Step 8. Make adjustments to simulate these changes and record the results:
Gas state + heat =
Gas state – heat = or
Liquid state + heat =
Liquid state – heat =
Solid state + heat = or
Solid state – heat =
Conclusion:
Based on your changes and the results in the simulation, what must happen in order for water to change from one physical state to another? Explain your answer.
Before we go any farther, let’s do a little explaining to make sure we are all understanding heat.
Explain
In Activity 1 we felt two samples that we thought were hot and cold materials. But we found out that they were both similar temperatures. This tells us that our bodies are not good thermometers. That’s because our bodies have heat too. So, when we experience something hot, we mean that it is hotter than our bodies are, and when we experience something cold it is colder than our bodies. This is measuring a relative difference in temperature, the difference between our body temp and the sample temp. (Note: The reason the two samples 'feel' like different temperatures has to do with the way that heat is transferred (Conduction) and we'll cover this is a separate lesson) “Heat” is something different that Hot and Cold. Heat is energy and heat has a quantity that can be measured. When energy is added to water, the water molecules respond by moving faster and colliding with each other with greater frequency. Water with less energy will have molecules that move at a slower speed with fewer collisions. Temperature is a measurement that indicates the average amount of energy of motion of the molecules in that substance. So, when you put a thermometer in a glass of boiling water, the water molecules collide with the molecules in the glass tube of the thermometer, which then collide with the molecules of the alcohol in the tube causing them to move faster and collide more. This increased speed and molecule movement causes the alcohol to consume greater volume, so the alcohol rises up the glass tube. The position of the alcohol in the tube corresponds to the amount of energy of the molecules moving in the substance. Confused??
Check out this Bill Nye video for clarification. While you watch it, listen and write the definitions for the following terms:
Heat
Thermal energy
Temperature
Three methods of Heat Transfer
Describe the role that molecules have in heat and heat transfer.
Explain in your own words how a thermometer registers a temperature.
Record these definitions and descriptions on flashcards using the link below to Quizlet.
http://quizlet.com/create-set
This second simulation is helpful to demonstrate the flow of heat from an energy source into a material and the different rates with which these materials change temperature both increasing and decreasing over time.
Open the simulation and check the box in the upper right corner to show energy symbols “E”. Begin by clicking and dragging one of the objects (Iron, Brick, or Water) up onto the stand. Then, click and slide on the control bar under the stand to either add heat or remove heat. The “E” represents energy and indicates the direction that energy is moving in the process.
After trials with each material, click on the thermometers in the top left and drag them into each of the materials. In your Science Journals record the amount of time that is required for each material to reach its maximum temperature and record the time required for each material to cool down to room temperature. What do these times indicate about the molecule activity in each material?
Why does the water stop getting hotter at some point and the brick and iron continue to get hotter?
Elaborate:
Activity 3: "Heat Directions"
With your understanding of heat and heat flow, you now have a chance to put this to work. In this Stations Activity you will be investigating the heat flow between systems of different temperatures. The procedure is the same for each station, but the temperatures of the test tubes and water baths will be different. Make your prediction at each station before beginning the investigation.
Steps for each station:
1. Write your prediction which direction the heat will flow for this station (from tube to bath, or from bath to tube)
2. Add the water temperature indicated to the water bath, see below.
3. Add the water temperature indicated to the test tube, see below.
4. Place thermometers into the water bath and the test tube.
5. Place the test tube into the water bath.
6. For a duration of 5 minutes, record temperature readings every 20 seconds for both thermometers in your Data Table.
7. Empty your test tube and water bath for the next group.
8. Interpret your data to determine what changes are happening to the test tube water and/or the water bath water.
9. Draw a diagram of the setup and label the start and end temperatures for both the test tube and the water bath. Draw arrows to indicate any direction that heat may be moving from a source to new location.
Station 1:
Water Bath Temperature 20 degrees C
Test Tube Water Temperature 90 degrees C
Station 2:
Water Bath Temperature 20 degrees C
Test Tube Water Temperature 50 degrees C
Station 3:
Water Bath Temperature 90 degrees C
Test Tube Water Temperature 20 degrees C
Station 4:
Water Bath Temperature 5 degrees C
Test Tube Water Temperature 90 degrees C
Conclusion:
After these classes investigating the nature of heat, how it is accurately measured, and how it moves, you should be able to :
- Define and describe "HEAT" and differentiate heat from the relative descriptions of "hot" and "cold".
- Explain that temperature change results from adding or taking away heat from a system.
- Provide accurate examples of heat movement and indicate the predictable direction of the movement from substances with greater molecular movement to substances with less molecular movement until these substances reach equilibrium.
Extend:Think of other situations where heat is involved and try to identify the source and direction of heat flow. How is your house heated in the winter? How does your body lose heat in the summer? What is the heat source for warm summer days and what changes to cause cold winter days?
Assessments:
Show us what you know. Prepare an electronic presentation (choose an application below) that includes what you have learned about heat to convince a viewer that there is Heat in Ice. Your presentation must include the following:
Define each term: Heat, Thermal Energy, Temperature.
Describe the response of water molecules to increased energy.
Describe how a thermometer works and how this is a measure of thermal energy.
Explain how the amount of heat in an ice cube can be measured.
A discussion that convincingly explains how there is heat in ice.
Illustrate the direction of heat movement between an ice cube and the water around it in a glass.
Provide graphic images, video clips, simulations, or animations to support you description.
Presentation applications:
http://www.flickr.com/creativecommons/
http://commons.wikimedia.org/wiki/Main_Page
http://images.google.com/
http://edu.glogster.com/
http://prezi.com/
Assessment Rubric
and provide examples
are correct with
related examples
related examples
examples are not
related
no examples are
provided
molecules to adding
or removing heat
thorough and
accurate
accurate
inaccurate
is provided
thermometer works
and measures
thermal energy
accurate with
sequence of heat
flow provided
omits heat flow
sequence
measurement of
ice cube
complete and
accurate
describes
instrument
but omits role of
molecular
movement
inaccurate
heat in ice
is convincing
but sequence is not
sequence is
convincing
made is convince
viewer
heat flow example
provided
Resources:
(Please make sure that all digital media is linked and attributed!)
7 E Learning Cycle- "Expanding the 5E Model" by Arthur Eisenkraft, from "The Science Teacher", Vol. 70, no. 6, 2003, National Science Teachers Association
PhET Simulation "States of Matter"- http://phet.colorado.edu/en/simulation/states-of-matter
Flash Cards application- http://quizlet.com/
Bill Nye YouTube Video "Heat"- http://www.youtube.com/watch?v=Iv97uC7ZjBk
PhEt Simulation "Energy Forms and Changes" - http://phet.colorado.edu/en/simulation/energy-forms-and-changes
Applications for presentations:
http://www.flickr.com/creativecommons/
http://commons.wikimedia.org/wiki/Main_Page
http://images.google.com/
http://edu.glogster.com/
Teacher Notes: